# data[].attributes.body
Spreadsheet with S.S. and Civics resources in response January 6.

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Google Apps and Other Education Apps

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NJSLS 2020 Social Studies presentation (pdf)

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NJSLS 2020 Social Studies presentation (pdf)

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resources hyperlinks

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2020 New Jersey Student Learning Standards Implementation

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NJSLS in Social Studies presentation with notes

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NJSLS in Social Studies presentation with notes

# data[].attributes.headline
Explore the 2020 NJSLS in Social Studies

# data[].attributes.subject
Explore the 2020 NJSLS in Social Studies

# data[].attributes.body
recorded webinar

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Reopening Schools in a time of Uncertainty:  Insights for District Leaders

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Reopening Schools in a time of Uncertainty:  Insights for District Leaders

# data[].attributes.attachment_link.title
Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Implementation of the 2020 NJSLS webinar by Beverly Plein

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Implementation of the 2020 NJSLS webinar by Beverly Plein

# data[].attributes.body
Zoom video, with the commnets

# data[].attributes.attachment_link.title
Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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2020 New Jersey Student Learning Standards Implementation

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Empower Your PLC to Drive This Process of Shared Leadership to Improved Student Learning

What is the Connected Action Roadmap?

CAR is a process of school improvement that brings coherence to the work of educators by connecting standards, student learning, assessment, professional learning, educator effectiveness, and school climate and culture to the work of professional learning communities. The focus is on how educators collaborate to assist students in reaching the highest level of achievement. Guided by a common language and specific conversations, CAR creates a coherent plan for systemic implementation of effective practice, and makes curriculum development a priority - a shift from program to practice.

Without CAR, Professional Learning Communities can lack purpose and effectiveness. Emphasis is on compliance rather than practice; educators stay in their silos and do not collaborate; opportunities to grow are lost; and professional learning does not translate into student learning. CAR ensures that the conversations you have with your team will be meaningful and purposeful. It is simple, straightforward, effective, and most of all, coherent. CAR takes all of the mandates and best practices and helps you and your PLCs reach your destination of student learning through a viable curriculum that properly uses assessments and navigates the terrain to get you where you need to go.

To learn more about the Connected Action Roadmap and how to use its blended online learning modules in your school, call us at 609-860-1200 or e-mail Jay Doolan at jdoolan@njpsa.org.

Click here for a brief overview of the CAR Framework

These videos explain how the CAR process can help you empower PLCs to achieve real change in your schools:

Overview of the CAR Framework

(For full access to these courses, you can create your own account by establishing your own user name and password. If you need further assistance, please email Donna McInerney at dmcinerney@njpsa.org or Vicki Duff at vduff@njpsa.org.)

NJDOE has developed a pilot program for 34 New Jersey schools utilizing the CAR framework to assist PLCs in using the Blended Online Learning Modules. Hear what the leaders in some of those pilot districts had to say about CAR training and the difference CAR has made to the effectiveness of their professional learning communities:

Emil Carafa

Dr. Josue Falaise

Kristin O'Neil, Ed.D., Superintendent of Swedesboro-Woolwich School District

Quotes from other educational leaders in the CAR pilot schools talking about the CAR training programs offered by FEA:

Presenters maximized the time and provided valuable information to ensure that participants are successful in their implementation of CAR.

The focus on Culture was very important and gave us a perfect way to start off our school year in the fall.

I liked how we were presented information and then given time to talk and figure out how the information applied to our school! Overall, the workshop was great!

I enjoyed having time to work with my colleagues on our next steps with the CAR program. Everyone involved in the workshop was very positive and enthusiastic about the program and the work we have done so far.

Using the resources from CAR and modeling how to use those resources was powerful and allowed teams to engage in deep conversations around the topic and the usage of tools.

I enjoyed how the presenters used the modules. Each session helps me to become a little more comfortable using the online portion of CAR.

How can you bring the Connected Action Roadmap to your school?

Call us at 609-860-1200.

We will train you and your team and show you the best ways to use the Blended Online Learning Modules to maximize the effectiveness of your PLCs. You will then have the necessary tools to lead the conversations and train others in the CAR process. We also offer ongoing coaching assistance for PLC teams and curriculum leaders.

A three-day, in-person training session at the FEA Conference Center in Monroe, NJ will soon be scheduled for Summer 2017.

Get familiar with CAR and its language

The Destination: Student Learning

The Vehicle: The PLC - Teams of teachers who develop, implement, reflect on, and continuously revise a standards-based curriculum

The Map: A viable curriculum - Composed of units of study that contain the basic components of effective practice

Guideposts: Assessments - Focus on ongoing formative and summative assessments

Terrain: Culture - The model focuses on the following components of culture:

Climate (student-to-student, adult-to-student, and adult-to-adult relationships)

Shared Leadership (teacher leadership, collaboration, shared responsibility, and shared ownership)

Communication of Connections and High expectations (coherent vision and a connected plan to achieve the vision)

Drivers: Teacher and Principal Effectiveness - The framework provides the context for evaluation and supports:

A common language

Development of shared understandings

Self-assessment and reflection on practice

Structured professional conversation

CAR Connect is a software program that helps PLCs in the development, delivery, reflection on, and revision of curriculum. This software provides leaders with a set of easy-to-use tools to foster student achievement, improve teacher practice, and ensure levels of rigor. Once you are trained in CAR, you are eligible to purchase CAR Connect.

* The Partnership for Collaborative Professional Learning is composed of the following organizations: NJEA, NJPSA/FEA, NJASA, NJACTE, EIRC, NJSBA, NJASCD, LFNJ, and TMI

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CAR is a process of school improvement that brings coherence to the work of educators by connecting standards, student learning, assessment, professional learning, educator effectiveness, and school climate and culture to the work of professional learning communities. The focus is on how educators collaborate to assist students in reaching the highest level of achievement.

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(pdf)

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The COVID-19 pandemic impacted every aspect of our lives. As we look to the future and plan for students to return to schools in-person this fall, we must recognize and prepare for the ways the virus and necessary public health response has changed and will change the way students learn.

This Restart and Recovery Plan provides educators and administrators with the information necessary to ensure that our schools reopen safely and are prepared to accommodate students' unique needs during this unprecedented time.

# data[].attributes.attachment_link.description
The COVID-19 pandemic impacted every aspect of our lives. As we look to the future and plan for students to return to schools in-person this fall, we must recognize and prepare for the ways the virus and necessary public health response has changed and will change the way students learn.

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some free resoures

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Shop "OURstory" Curriculum | ESTE Publishing

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School Scheduling Associates, LLC is dedicated to the proposition that time is a valuable resource and that school scheduling - designing quality elementary school schedules, middle school schedules and high school schedules - is far more important than the simple mechanical assignment of students to teachers, spaces, and time periods. We aim to harness the power of the school schedule to address problems and facilitate the successful implementation of effective instructional practices.

Workshops and Consulting

View workshop descriptions and a calendar of available dates

PUBLICATIONS

Visit the Publications page for a list of books authored by our team.
VIEW THE BOOKS >

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School Scheduling Associates, LLC is dedicated to the proposition that time is a valuable resource and that school scheduling - designing quality elementary school schedules, middle school schedules and high school schedules - is far more important than the simple mechanical assignment of students to teachers, spaces, and time periods.

# data[].attributes.attachment_link.readable_text
School Scheduling Associates, LLC is dedicated to the proposition that time is a valuable resource and that school scheduling - designing quality elementary school schedules, middle school schedules and high school schedules - is far more important than the simple mechanical assignment of students to teachers, spaces, and time periods. We aim to harness the power of the school schedule to address problems and facilitate the successful implementation of effective instructional practices.

Workshops and Consulting

View workshop descriptions and a calendar of available dates

PUBLICATIONS

Visit the Publications page for a list of books authored by our team.
VIEW THE BOOKS >

# data[].attributes.attachment_link.description
School Scheduling Associates, LLC is dedicated to the proposition that time is a valuable resource and that school scheduling - designing quality elementary school schedules, middle school schedules and high school schedules - is far more important than the simple mechanical assignment of students to teachers, spaces, and time periods.

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Professional Development and Resource Library

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Professional Development and Resource Library

# data[].attributes.body
PDF versions of professional books from ASCD.

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Connected Action Roadmap Pilots, NJFEA (video)

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Connected Action Roadmap Pilots, NJFEA (video)

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June 2017

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2020

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2020

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2020

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2020

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Computer Science and Design Thinking NJSLS

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Computer Science and Design Thinking NJSLS

# data[].attributes.body
2020

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21st Century Life and Careers: Strand A: Income and Careers

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New Jersey Student Learning Standards: English Language Arts

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Governor Phil Murphy * Lt. Governor Sheila Oliver

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updated standards

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grades pre-k - 12

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Prepare middle school students for the real world by teaching them about making financial decisions and budgeting basics.

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SS, Science, Health and PE, World Language, etc...

# data[].attributes.attachment_link.readable_text
2020 New Jersey Student Learning Standards (NJSLS)

The New Jersey Department of Education (NJDOE) supports schools, educators and districts to ensure all of New Jersey's 1.4 million students have equitable access to high-quality education and achieve academic excellence. To be prepared for postsecondary success, students must become effective thinkers, problem solvers and communicators, and have the skills needed for high-skilled, high-demand jobs. The NJDOE's standard review and revision process () provides us with an opportunity to ensure our standards are rigorous and relevant.

On June 3, 2020, the State Board of Education adopted the 2020 NJSLS in the following content areas:

These standards truly represent a foundation from which districts will build coherent curriculum and instruction that prepares each New Jersey student with the knowledge and skills to succeed in our rapidly changing world. They will put New Jersey again at the forefront of national education by including the following:

Climate Change across all content areas, leveraging the passion students have shown for this critical issue and providing them opportunities to develop a deep understanding of the science behind the changes and to explore the solutions our world desperately needs;

Computer programming in all grade bands K-12, ensuring all students receive a 22nd century education in the critical computational thinking skills that are the underpinning of so much of our work and so many of our transactions; and

National standards for science and visual and performing arts, ensuring access to, and opportunity in, science and the arts, for every New Jersey public student.

The New Jersey Student Learning Standards in English Language Arts and Mathematics were adopted by the New Jersey State Board of Education in May 2016 and are not currently under review. English Language Arts Instructional Units and Mathematics Instructional Units were created in collaboration with educator teams to assist districts in creating standards-based curriculum and assessment.
Curriculum Implementation Schedule
The NJDOE has heard from stakeholders in all 21 counties that the disruptions due to the COVID-19 Public Health Emergency have made it difficult to engage in curriculum writing processes this year as planned. Therefore, to provide relief to districts and to allow districts to focus their efforts and resources on ensuring safe and healthy school environments and providing high-quality instruction in a variety of learning environments, adjustments have been made to the original 2020 NJSLS curriculum implementation schedule.

The NJDOE will provide professional learning, resources, and technical assistance for districts as they prepare to implement the 2020 NJSLS. Districts are required to adopt curricula based on the 2020 NJSLS according to the following implementation schedule:

The NJDOE appreciates the great strides many districts have made so far in aligning curricula and instruction to the revised standards and encourages districts to proceed with curricula planning. Districts undergoing the New Jersey Quality Single Accountability Continuum (NJQSAC) review process:

In school year 2021-2022, would be considered compliant using district board adopted curricula aligned to the 2014 or 2020 NJSLS.

In school year 2022-2023, would be considered compliant using district board adopted curricula aligned to the 2020 NJSLS.

Educator Review Teams
The NJDOE would like to express its appreciation to the 130 educators from public (including charters) and non-public elementary, middle, and high schools, higher education, parents, and representatives from non-profit organizations, business, the military, and health fields from across New Jersey who shared their time and expertise as members of the standards review teams in each of the seven content areas, as well as the members of the public that provided feedback during the public review period.

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2020 New Jersey Student Learning Standards (NJSLS) The New Jersey Department of Education (NJDOE) supports schools, educators and districts to ensure all of New Jersey's 1.4 million students have equitable access to high-quality education and achieve academic excellence. To be prepared for postsecondary success, students must become effective thinkers, problem solvers and communicators, and have the skills needed for high-skilled, high-demand jobs.

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NJDOE

# data[].attributes.attachment_link.readable_text
The instructional units for Mathematics in grades kindergarten through 8, Algebra I and Geometry can serve to facilitate conversations regarding assessment and curriculum development. Experienced educators designed the instructional units purposefully with a clear focus on coherence. Given that mathematics is a logically progressing discipline, the linking of concepts and skills within and across grades is critical to ensure that units reflect coherence. While the instructional units have an order and arrangement, local districts have the flexibility to modify them to fit the needs of their student population. For example, though all SLOs appear only once, a district could modify the units to repeat the inclusion of one or more SLOs to ensure mastery.

If your district is using the Connected Action Roadmap (CAR) approach to curriculum development, you will find the standards and SLOs in the Mathematics CAR templates on the left-hand side bar.

These instructional units were developed using the CAR framework, a tool for instructional improvement. Both are part of a larger toolkit the Department is developing, in collaboration with partner associations and organizations, to assist all districts to deliver high-quality, standards-based curriculum, instruction and assessment. Although the tools are available free of charge, school districts are not mandated to use them. Instead, school districts are free to choose, and use, the tools that they feel are best suited for the success of the students they serve.
Archive

# data[].attributes.attachment_link.description
The instructional units for Mathematics in grades kindergarten through 8, Algebra I and Geometry can serve to facilitate conversations regarding assessment and curriculum development. Experienced educators designed the instructional units purposefully with a clear focus on coherence. Given that mathematics is a logically progressing discipline, the linking of concepts and skills within and across grades is critical to ensure that units reflect coherence.

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NJDOE

# data[].attributes.attachment_link.readable_text
The instructional units for English Language Arts (ELA) in grades kindergarten through 12 can serve to facilitate conversations regarding assessment and curriculum development. Experienced educators designed the instructional units by considering which standards might be grouped together to maximize a student's educational experience in ELA. While the instructional units have an order and arrangement, local districts have the flexibility to modify them to fit the needs of their student population. For example, though all student learning objectives (SLOs) appear only once, a district could modify the units to repeat the inclusion of one or more SLOs to ensure mastery.

If your district is using the Connected Action Roadmap (CAR) approach to curriculum development, you will find the standards and SLOs in the English Language Arts CAR templates on the left-hand side bar.

These instructional units were developed using the CAR framework, a tool for instructional improvement. Both are part of a larger toolkit the Department is developing, in collaboration with partner associations and organizations, to assist all districts to deliver high-quality, standards-based curriculum, instruction and assessment. Although the tools are available free of charge, school districts are not mandated to use them. Instead, school districts are free to choose, and use, the tools that they feel are best suited for the success of the students they serve.

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

Ninth and Tenth Grades

Eleventh and Twelfth Grades

Archive

# data[].attributes.attachment_link.title
Instructional Units for English Language Arts

# data[].attributes.attachment_link.description
The instructional units for English Language Arts (ELA) in grades kindergarten through 12 can serve to facilitate conversations regarding assessment and curriculum development. Experienced educators designed the instructional units by considering which standards might be grouped together to maximize a student's educational experience in ELA.

# data[].attributes.attachment_link.readable_text
The COVID-19 pandemic impacted every aspect of our lives. As we look to the future and plan for students to return to schools in-person this fall, we must recognize and prepare for the ways the virus and necessary public health response has changed and will change the way students learn.

This Restart and Recovery Plan provides educators and administrators with the information necessary to ensure that our schools reopen safely and are prepared to accommodate students' unique needs during this unprecedented time.

# data[].attributes.attachment_link.description
The COVID-19 pandemic impacted every aspect of our lives. As we look to the future and plan for students to return to schools in-person this fall, we must recognize and prepare for the ways the virus and necessary public health response has changed and will change the way students learn.

# data[].attributes.body
Full document

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Executive Summary

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K-12 grade, lessons, sources,

# data[].attributes.attachment_link.description
Teachinghistory.org is designed to help K-12 history teachers access resources and materials to improve U.S. history education in the classroom. With funding from the U.S. Department of Education, the Center for History and New Media (CHNM) has created Teachinghistory.org with the goal of making history content, teaching strategies, resources, and research accessible.

# data[].attributes.body
Read like a historian.

# data[].attributes.attachment_link.title
History Lessons | Stanford History Education Group

# data[].attributes.attachment_link.description
This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence.

# data[].attributes.attachment_link.readable_text
The New Jersey Center for Civic Education is an independent non-profit organization affiliated with the Rutgers University School of Arts and Sciences and located on the Rutgers-Piscataway campus. The Center is dedicated to:

Fostering the knowledge, skills and dispositions students need to be responsible, engaged politically tolerant citizens in a democratic society

Providing professional development and resources for K-12 educators

Promoting civic engagement and an understanding of history and the role of the citizen and public policy-making in a democratic society

Advocating for policies that enhance the teaching of social studies

# data[].attributes.attachment_link.description
The New Jersey Center for Civic Education is an independent non-profit organization affiliated with the Rutgers University School of Arts and Sciences and located on the Rutgers-Piscataway campus.

# data[].attributes.body
CAR Framework, yearly units for grades k-12

# data[].attributes.attachment_link.readable_text
The instructional units for Mathematics in grades kindergarten through 8, Algebra I and Geometry can serve to facilitate conversations regarding assessment and curriculum development. Experienced educators designed the instructional units purposefully with a clear focus on coherence. Given that mathematics is a logically progressing discipline, the linking of concepts and skills within and across grades is critical to ensure that units reflect coherence. While the instructional units have an order and arrangement, local districts have the flexibility to modify them to fit the needs of their student population. For example, though all SLOs appear only once, a district could modify the units to repeat the inclusion of one or more SLOs to ensure mastery.

If your district is using the Connected Action Roadmap (CAR) approach to curriculum development, you will find the standards and SLOs in the Mathematics CAR templates on the left-hand side bar.

These instructional units were developed using the CAR framework, a tool for instructional improvement. Both are part of a larger toolkit the Department is developing, in collaboration with partner associations and organizations, to assist all districts to deliver high-quality, standards-based curriculum, instruction and assessment. Although the tools are available free of charge, school districts are not mandated to use them. Instead, school districts are free to choose, and use, the tools that they feel are best suited for the success of the students they serve.
Archive

# data[].attributes.attachment_link.description
The instructional units for Mathematics in grades kindergarten through 8, Algebra I and Geometry can serve to facilitate conversations regarding assessment and curriculum development. Experienced educators designed the instructional units purposefully with a clear focus on coherence. Given that mathematics is a logically progressing discipline, the linking of concepts and skills within and across grades is critical to ensure that units reflect coherence.

# data[].attributes.body
CAR Framework, yearly units for grades k-12

# data[].attributes.attachment_link.readable_text
The instructional units for English Language Arts (ELA) in grades kindergarten through 12 can serve to facilitate conversations regarding assessment and curriculum development. Experienced educators designed the instructional units by considering which standards might be grouped together to maximize a student's educational experience in ELA. While the instructional units have an order and arrangement, local districts have the flexibility to modify them to fit the needs of their student population. For example, though all student learning objectives (SLOs) appear only once, a district could modify the units to repeat the inclusion of one or more SLOs to ensure mastery.

If your district is using the Connected Action Roadmap (CAR) approach to curriculum development, you will find the standards and SLOs in the English Language Arts CAR templates on the left-hand side bar.

These instructional units were developed using the CAR framework, a tool for instructional improvement. Both are part of a larger toolkit the Department is developing, in collaboration with partner associations and organizations, to assist all districts to deliver high-quality, standards-based curriculum, instruction and assessment. Although the tools are available free of charge, school districts are not mandated to use them. Instead, school districts are free to choose, and use, the tools that they feel are best suited for the success of the students they serve.

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

Ninth and Tenth Grades

Eleventh and Twelfth Grades

Archive

# data[].attributes.attachment_link.title
Instructional Units for English Language Arts

# data[].attributes.attachment_link.description
The instructional units for English Language Arts (ELA) in grades kindergarten through 12 can serve to facilitate conversations regarding assessment and curriculum development. Experienced educators designed the instructional units by considering which standards might be grouped together to maximize a student's educational experience in ELA.

# data[].attributes.body
Lesson plans and teacher guides on teaching the humanities

# data[].attributes.body
diversity, different voices

# data[].attributes.attachment_link.description
OurDocuments.gov. Featuring 100 milestone documents of American history from the National Archives. Includes images of original primary source documents, lesson plans, teacher and student competitions, and educational resources.

# data[].attributes.body
K-12

# data[].attributes.headline
Restart and Recovery Planning:  (Video of webinar)

# data[].attributes.subject
Restart and Recovery Planning:  (Video of webinar)

# data[].attributes.attachment_link.title
Restart and Recovery Planning Essential First Steps 7/2/2020

# data[].attributes.headline
Restart and Recovery Planning: Essential First Steps

# data[].attributes.subject
Restart and Recovery Planning: Essential First Steps

# data[].attributes.body
July 2, 2020

# data[].attributes.headline
K-12 PE and Health Education: Re-opening.

# data[].attributes.subject
K-12 PE and Health Education: Re-opening.

# data[].attributes.headline
Good Grief, Mental Health, Resources for Family

# data[].attributes.subject
Good Grief, Mental Health, Resources for Family

# data[].attributes.body
A link to a separate Padlet not owned by me. (Middlesex Co. group)

# data[].attributes.headline
5 Ways to Make a 5 - 10 Ways to Make a 10

# data[].attributes.subject
5 Ways to Make a 5 - 10 Ways to Make a 10

# data[].attributes.body
Allows for collaboration and creative thinking while reviewing math facts. This can be adapted for use with addition, subtraction, multiplication, division, exponents, and order of operations.

# data[].attributes.attachment_link.title
5 ways to make a 5 from Center for Urban Education

# data[].attributes.body
Several ideas for classroom use that increase the cognitive engagement of students while problem solving.

# data[].attributes.attachment_link.title
Math Probem Solver Handouts from Center for Urban Education

# data[].attributes.body
This allows participants to engage in the modeling process to plan instruction.

# data[].attributes.body
This activity can be adapted for a number of different grade levels and content. It increases student engagement, allows for student to work at their current level, provides student choice, and suggests opportunities for student discourse.

# data[].attributes.attachment_link.title
Math Operations Assessment from Center for Urban Education

# data[].attributes.body
NJSLS: http://www.state.nj.us/education/cccs/2016/math/
Evidence Statement Tables
http://parcc-assessment.org/assessments/test-design/mathematics/math-test-specifications-documents
Performance Level Descriptors
http://parcc-assessment.org/assessments/test-design/mathematics/math-performance-level-descriptors
Released Items
http://parcc-assessment.org/released-items
Grade 6 reports found above

# data[].attributes.body
https://drive.google.com/drive/folders/0B_jEDzDIpPzjc2d1NllGdXl6UjQ?usp=sharing

# data[].attributes.headline
Ideas on How to Move from GAIMME to Changing Paradigms

# data[].attributes.subject
Ideas on How to Move from GAIMME to Changing Paradigms

# data[].attributes.attachment_link.title
Mathematical Modeling in the High School Curriculum _Mathematics Teacher voll 110(5)

# data[].attributes.body
This document is a list of links to resources to help inform what students should be asked to do when involved in modeling and PBL instruction

# data[].attributes.body
Link to resource folder located on Google Drive

# data[].attributes.attachment_link.title
Resources to support Problem Based Learning

# data[].attributes.body
Ms. Smith began the exploration of the formula for the area of a triangle by first presenting a lesson in which the students found the area of right triangles.  She now wants to follow this lesson with a task that will support students’ conceptual development in determining a generalized formula for the area of any triangle.
Review these tasks in attachment and determine:
1. Which tasks support the objective?

2. What aspects of the tasks might be challenging for the students?

3. How would you structure the lesson?

# data[].attributes.headline
Math Practices Look Fors taken from NCTM.org

# data[].attributes.subject
Math Practices Look Fors taken from NCTM.org

# data[].attributes.attachment_link.title
New Jersey Student Learning Standards for Mathematics

# data[].attributes.attachment_link.authors[].name
National Center for Transgender Equality

# data[].attributes.attachment_link.title
Picturing the past_ Study gives new details about ancient cave drawings G12

# data[].attributes.attachment_link.title
Boston Tea Party Close Reading Primary_Secondary Source Images4

# data[].attributes.attachment_link.title
Picturing the past_ Study gives new details about ancient cave drawings G8

# data[].attributes.attachment_link.title
Boston Tea Party Close Reading Primary_Secondary Source Images3

# data[].attributes.attachment_link.title
Picturing the past_ Study gives new details about ancient cave drawings G6

# data[].attributes.attachment_link.title
Boston Tea Party Close Reading Primary_Secondary Source Images2

# data[].attributes.attachment_link.title
Picturing the past_ Study gives new details about ancient cave drawings G4

# data[].attributes.attachment_link.title
Boston Tea Party Close Reading Primary_Secondary Source Images1

# data[].attributes.attachment_link.title
Close Reading Picturing the Past NEWSELA Tiered Assessment

# data[].attributes.attachment_link.title
Q01 QFT-Card-Template 6 Steps Directions (1)

# data[].attributes.attachment_link.title
Picturing the past_ Study gives new details about ancient cave drawings G2

# data[].attributes.body
Elementary, Middle, High School: lessons, discussions, skills, sources

# data[].attributes.attachment_link.description
Teachinghistory.org is designed to help K-12 history teachers access resources and materials to improve U.S. history education in the classroom. With funding from the U.S. Department of Education, the Center for History and New Media (CHNM) has created Teachinghistory.org with the goal of making history content, teaching strategies, resources, and research accessible.

# data[].attributes.body
Going beyond a debate...

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A discussion that moves students beyond either/or debates to a more nuanced historical synthesis.

By the time students reach adolescence, many believe that every issue comes neatly packaged in a pro/con format, and that the goal of classroom discussion, rather than to understand your opponent, is to defeat him. The SAC method provides an alternative to the "debate mindset" by shifting the goal from winning classroom discussions to understanding alternative positions and formulating historical syntheses. The SAC's structure demands students listen to each other in new ways and guides them into a world of complex and controversial ideas.

The SAC was developed by cooperative learning researchers David and Roger Johnson of the University of Minnesota as a way to provide structure and focus to classroom discussions. Working in pairs and then coming together in four-person teams, students explore a question by reading about and then presenting contrasting positions. Afterwards, they engage in discussion to reach consensus.

1. Choose a historical question that lends itself to contrasting viewpoints. For example, we illustrate the SAC below with the question "Was Abraham Lincoln a racist?" but many other questions lend themselves to the technique. For example, "Was dropping the atomic bomb on Hiroshima and Nagasaki necessary to defeat the Japanese?" or "Could the Constitution have been ratified if slavery had been abolished?" and so on. 2. Find and select two or three documents (primary or secondary sources) that embody each side. (Remember that you can pull these from existing document collections on the web or in print.) 3. Consider timing, make copies of handouts, and plan grouping strategies. The time you will need for a SAC that uses about four documents will depend on the amount of experience your students have with the activity structure and the difficulty and familiarity of the documents. Plan on using about two class periods for your initial SAC.

Modified and adapted countless times by researchers and teachers, the technique has five basic steps ( See Handout 1) with procedures to display for students. 1. Organize students into four-person teams comprised of two dyads. 2. Each dyad reviews materials that represent different positions on a charged issue (e.g., "Was Abraham Lincoln a racist?"). See Handout 2 that helps students track their analysis and prepare their positions. 3. Dyads then come together as a four-person team and present their views to one other, one dyad acting as the presenters, the others as the listeners. 4. Rather than refuting the other position, the listening dyad repeats back to the presenters what they understood. Listeners do not become presenters until the original presenters are fully satisfied that they have been heard and understood. 5. After the sides switch, the dyads abandon their original assignments and work toward reaching consensus. If consensus proves unattainable, the team clarifies where their differences lie.

Students' debate framework starts early and runs deep. Even when told that they need to understand-not undermine-an opposing position, students will try to find holes in their opponent's positions and aim to refute them. We recommend

Introducing the idea of "active listening" to your students and having them practice it in dyads for a few minutes

Establishing the rule: Jot down notes when confused, do not interrupt the presenters

Making sure students can refer to the procedures throughout the activity by posting them or making handouts

As students start to see other perspectives and nuance in the materials, the absence of a certain answer may confuse them. We recommend reassuring students that uncertainty and complexity are expected during this activity. Encourage them to make notes that specify their confusion, new ideas or questions.

Was Abraham Lincoln a racist? Background for the teacher: How we judge people in the past is at the core of historical understanding. Should we think less of Thomas Jefferson because he was a slave owner? How should we regard forms of slavery sanctioned by the Bible? How do we regard people who believed in witches? Or that the ordeal was a way to establish truth? In other words, how do we judge people in the past, people who thought differently from us and perceived the world using different beliefs and assumptions? This question pivots on two opposing stances: first, that there are a set of universal virtues-kindness, fairness, openmindedness, goodness, decency, and tolerance-that transcend time and space. Alternately, the opposing stance sees human virtues as relative, shaped by the dictates of particular settings and circumstances. In this sense, an "enlightened person" looks very different on questions of human decency depending on whether he or she lived in the 13th century, the 19th, or today. Ideas related to the question of how we judge the past will come up in students' conversations. This is how it should be and as directed in the Common Pitfall, students should be encouraged to track these ideas as pairs prepare and present and then to discuss them as they try to reach consensus. In this Structured Academic Controversy, this question of how to judge the past is considered by examining the person and the time of Abraham Lincoln. Specifically we ask, Was Abraham Lincoln a racist?

Racist, n., one who believes that his or her race confers an inherent superiority over others. (Webster's Ninth New Collegiate Dictionary)

The two handouts will help you introduce and set up this activity and there are four documents that accompany this SAC. Each dyad should get all four. Acknowledgments. We thank Professor Walter Parker at the University of Washington's College of Education for helping us see the enduring value of the SAC approach in the history classroom.

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A discussion that moves students beyond either/or debates to a more nuanced historical synthesis. By the time students reach adolescence, many believe that every issue comes neatly packaged in a pro/con format, and that the goal of classroom discussion, rather than to understand your opponent, is to defeat him.

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Stanford History Education Group (grades 5-12)

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Stanford History Education Group (grades 5-12)

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We're committed to providing educators accessible, high-quality teaching tools. That's why all our lessons and assessments are free. Please consider donating to SHEG to support our creation of new materials. All gifts are made through Stanford University and are tax-deductible.

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Primary Source Sets

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The Digital Public Library of America brings together the riches of America's libraries, archives, and museums, and makes them freely available to the world.

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Racial Justice and Our Schools: A Blueprint for Action (video)

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Racial Justice and Our Schools A Blueprint for Action 6/12/2020

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Racial Justice and Our Schools: A Blueprint for Action

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Racial Justice and Our Schools: A Blueprint for Action

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Racial Justice and Our Schools_ A Blueprint for Action

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CDC guidelines